The Effect of STEM Learning Experiences on STEM Semantic Awareness and 21st-Century Learner Skills of Prospective Primary School Teachers
AUSTRALIAN JOURNAL OF TEACHER EDUCATION, vol.51, no.3, pp.34-57, 2026 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 51 Issue: 3
- Publication Date: 2026
- Journal Name: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
- Journal Indexes: Scopus, Emerging Sources Citation Index (ESCI), Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Page Numbers: pp.34-57
- Middle East Technical University Affiliated: Yes
Abstract
STEM awareness and 21st-century skills are recognized as two interrelated dimensions critical for the modern pedagogical competencies of pre-service teachers. This study examines how STEM learning experiences affect pre-service primary school teachers’ STEM semantic awareness and 21st-century learner skills. STEM activities were implemented for six weeks with pre-service primary school teachers. The research was designed using a convergent mixed-methods approach. The study included 21 prospective primary school teachers who volunteered to participate. The “STEM Semantic Awareness Scale,” “21st-Century Learner Skills Use Scale,” participant journals, and semi-structured interviews were used as data collection tools. The findings show that the total score on the “STEM Semantic Awareness Scale” and the science sub-dimension scores increased significantly following STEM implementations. Similarly, the total score and collaboration sub-dimension of the 21stcentury skills scale increased significantly, with qualitative data supporting these gains through improvements in science concepts and team-based problem-solving. It was also concluded that participants’ semantic awareness and 21st-century learner skills improved with STEM education. Overall, the study offers practical pedagogical insights for strengthening STEM-related competencies in pre-service teacher education.